Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of the most significant factors for both teacher training and ...performance because these psychological and behavioral constructs are first developed during the initial training, and reflect on the actual teaching quality of teachers. Therefore, investigation into their development and relationships, particularly with regard to prospective teachers, is significant both for the theory and practice of teaching. Hence, the current study aims to explore the casual relationships between these variables with a sample of prospective mathematics teachers, using the structural equation modelling (SEM). The participants were selected using simple random sampling method from prospective mathematics teachers studying at educational faculties of seven universities in different regions of Turkey. The data were collected using the academic amotivation scale, academic self-efficacy scale, attitude toward the teaching profession scale, classroom management anxiety scale, and a personal information form developed by the researchers. Data obtained from 581 participants were analyzed using path analysis. The findings showed that prospective mathematics teachers had a positive attitude toward the profession, and were eager to teach. Their academic self-efficacy predicted their attitude toward the teaching profession. Similarly, prospective mathematics teachers’ attitude toward the teaching profession correlated negatively with their academic amotivation. In other words, as prospective mathematics teachers’ attitude scores toward the profession increased, their academic amotivation scores decreased. However, prospective mathematics teachers had a high level of classroom management anxiety. Interestingly, prospective mathematics teachers with a positive attitude toward the profession experienced higher levels of classroom management anxiety. The findings mostly supported previous results in the literature. Implications were suggested both for teacher training and practice of quality teaching.
Objetivo. O estudo, focado na formação inicial de professores, analisou o modelo adotado em Portugal, em 2007, na adaptação ao Processo de Bolonha, assim como o perfil académico e profissional dos ...professores que lecionam disciplinas de iniciação à prática profissional/prática de ensino supervisionada. Essa análise teve por objetivo avaliar se existem condições que favoreçam um contato suficiente com situações profissionais e socialização com a profissão docente. Metodologia. Foi feita a análise crítica da matriz curricular que orienta os cursos de formação inicial de professores para os doze anos de ensino obrigatório e a análise documental das fichas de Curriculum Vitae dos 482 professores que asseguram estas disciplinas nos 127 cursos existentes em Portugal. Resultados. O modelo de formação seguido compromete uma socialização com a profissão que permita aos futuros professores prepararem-se para a complexidade das situações que o exercício profissional apresenta nas escolas no dia a dia. Os professores que asseguram estas disciplinas, embora na sua maioria sejam doutorados, nem sempre têm formação académica na área educacional e apresentam poucas referências a atividades de desenvolvimento profissional e de investigação relacionadas com as disciplinas que asseguram. Conclusões. Considerando a importância de a formação inicial preparar para o exercício da profissão docente, justifica-se que, na organização dos cursos, seja dada particular atenção a estas disciplinas de iniciação à prática profissional e ao perfil dos professores que as asseguram.
Many stakeholders have attributed the decisions of education graduates who decline to enter the teaching profession after graduation, to the University of Malawi selection policy, and have called for ...the abolition of redirecting students to courses other than their choices. The purpose of this study was to measure the relationship between the University of Malawi selection ‘re-direction policy’ and ‘entrance of education graduates into the teaching profession’. Cross-section data were collected from the total population of education graduates from the University of Malawi, Chancellor College from 2005 to 2009 (n=760), through document analysis and structured interviews. Using the χ2 test, the calculated χ2 (1df) was 3.265, p = 0.071 denoting that the university selection policy and entrance of education graduates into the teaching profession were independent. The study concluded that whether education graduates entered or declined to enter the teaching profession after graduation did not depend on whether they chose or were redirected to education during their university selection.
This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (
n=209). Predictor variables referred to teacher ...education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation.
This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the ...relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (
n = 436), subsequently graduates (
n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance.
Zusammenfassung
Lehrkräfte gelten als wichtige Akteure im Bildungsbereich mit substantiellem Einfluss auf das Lernen und die psychosoziale Entwicklung ihrer Schüler/-innen. Das gesellschaftliche ...Ansehen des Lehrerberufs dürfte bedeutsam sein für die Studienwahl von Abiturient/-innen und die berufliche Zufriedenheit der Lehrkräfte. 1995 betitelte ein niedersächsischer Ministerpräsident Lehrkräfte noch als „faule Säcke“. Durch die Analyse von Printmedien soll geprüft werden, wie sich das gesellschaftliche Ansehen von Lehrkräften mittlerweile darstellt. In dieser Studie wurde eine Zufallsstichprobe von
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= 570 Artikeln der Printmedien FOCUS, DER SPIEGEL und DIE ZEIT analysiert, die zwischen 2004 und 2014 veröffentlicht und in denen der Lehrerberuf thematisiert wurde. Insgesamt
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= 1653 Textstellen wurden qualitativen und quantitativen Inhaltsanalysen unterzogen, um die Fragen zu beantworten, wie Lehrkräfte und der Lehrerberuf in Printmedien dargestellt werden, d. h. über welche Themen mit welcher Valenz berichtet wird. Es zeigt sich, dass über alle mit dem Lehrerberuf im Zusammenhang stehenden Themen wie den Unterricht, die Aus- und Weiterbildung, die Arbeitsbedingungen, den Lehrkräftearbeitsmarkt und das Schulsystem negativ, über die Lehrkräfte selbst hingegen weniger negativ berichtet wird. Neutral bis positiv wird die Motivation von Lehrkräften in allen drei Printmedien dargestellt, d. h. die „faule Säcke“-These trifft nicht zu. Zwischen den Printmedien zeigen sich Unterschiede in der Valenz: Der FOCUS stellt Lehrkräfte bezogen auf ihr Wissen und Können, ihre Persönlichkeit und ihren gesellschaftlichen Einfluss leicht positiv dar, die anderen Medien berichten positiv ausschließlich über die Motivation (SPIEGEL) oder den gesellschaftlichen Einfluss (ZEIT).
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